Chen Yan-Yan, Shek Daniel T L, Bu Fei-Fei
Department of Social Work, Chinese University of Hong Kong, Hong Kong, PR China.
Int J Adolesc Med Health. 2011;23(2):129-39. doi: 10.1515/ijamh.2011.022.
This paper attempts to give a brief introduction to interpretivism, constructionism and constructivism. Similarities and differences between interpretivism and constructionism in terms of their histories and branches, ontological and epistemological stances, as well as research applications are highlighted. This review shows that whereas interpretivism can be viewed as a relatively mature orientation that contains various traditions, constructionism is a looser trend in adolescent research, and in the narrow sense denotes the "pure" relativist position, which refers to a discursive approach of theory and research. Both positions call for the importance of clearly identifying what type of knowledge and knowledge process the researcher is going to create, and correctly choosing methodology matching with the epistemological stance. Examples of adolescent research adopting interpretivist and constructionist orientations are presented.
本文试图对解释主义、建构主义和构成主义作简要介绍。重点阐述了解释主义和建构主义在历史与分支、本体论和认识论立场以及研究应用方面的异同。这篇综述表明，解释主义可被视为一种包含多种传统的相对成熟的取向，而建构主义在青少年研究中是一种较松散的趋势，狭义上表示“纯粹”的相对主义立场，指的是一种理论与研究的话语方法。这两种立场都强调明确识别研究者要创造的知识类型和知识过程的重要性，以及正确选择与认识论立场相匹配的方法论的重要性。文中还列举了采用解释主义和建构主义取向的青少年研究实例。
